Interdisciplinary Writing Unit Brandi Dunn READ 7140: Summer 2007

Interdisciplinary Interdisciplinary Writing UnitWriting Unit

Interdisciplinary Interdisciplinary Writing UnitWriting Unit

Brandi DunnBrandi DunnREAD 7140: READ 7140: Summer 2007Summer 2007

Introduction to Unit• Grade level: 2nd• Mode of writing: Narrative• Content area integration: Social

Studies

Georgia Writing Test 3rd Grade

• Consists of teacher evaluation of student writing using an analytic scoring system.

• The Instructional Guide contains:a scoring rubrictypes of writing required by the GPS

(narrative, informational, persuasive and response to literature)

good practices for the instruction of writingsample student papersways to evaluate student writing

Georgia Writing TestTypes of Writing

• Narrative• Relating Personal Experience-

describe an event in their own experiences

• should elicit a story with a plot and characters rather than a list

• Creating an Imaginative Story- direct students to produce stories that are grounded in imagination or fantasy

Types of Writing, cont.

•Informational– relate to all content areas

specified in the Grade 3 GPS– type of non-fiction writing whose

purpose is to inform or explain a topic to a reader

– students should incorporate information from resources (books, on-line sources, etc.)

Types of Writing, cont.•Persuasive

– should direct students to take a position on an issue or topic that they are familiar with

– may occur after the class has researched the issue or read related texts

– may be part of a lesson on the issue in a particular content area

Types of Writing, cont.

•Response to Literature– form and support a position in

response to a text students have read

– should be linked to a specific piece of literature

– retelling of an entire story are not appropriate responses to literature

Georgia Writing Test, cont.

• Teachers should collect and maintain samples of students’ writing throughout the school year.

• Analytic scoring is used for grade three.

• Assessed analytically in four domains:– Ideas– Organization– Style– Conventions.


•Timeline– no “correct” order for teaching the

writing genres in a school year– The writing process should be taught

throughout the third grade year, regardless of the order in which the genres are taught.

– steps of the writing process:•Prewriting•Drafting•Revision•Editing•publishing


•Scoring Procedures and Types of Scores– assemble multiple samples of

writing that have been collected from a variety of classroom writing activities

– one representative writing sample for each of the four types of writing should be collected


– scoring rubrics-same latitude and the same rigor to all four types.

– three performance levels represented: •Does Not Meet•Meets•Exceeds


•Reporting– Individual student reports--one copy to be

given to parent(s)/guardian(s) and one copy to be retained in the student's permanent record

– Teacher completed summary report for the class

• report should be sent to the DOE-designated test scoring and reporting contractor

• scoring rubrics and writing samples may be retained and forwarded to the grade four teachers

Pre-Assessment Prompt• Directions: The teacher will write

the following prompts on the marker board. The teacher will then read each prompt to the students and have students to choose one prompt to write a narrative about. Remind students to have a beginning, a middle, and an end in their writing. Pass out pencils and blank wide ruled paper to students. Allow students to have 30 minutes to complete the writing assignment.

Pre-Assessment Prompt, cont.

• Writing Prompts:– Describe your perfect vacation.– Write about what you would

cook for an enemy.– Write about something that

bothered you this week.– Write about your favorite toy

and tell why it is your favorite toy.

Prewriting Stage• Topic-Cherokee Indians• English Language Arts GPS:ELA2W1 The student demonstrates

competency in the writing process. The student

d. Begins to create graphic features (charts, tables, graphs).

h. Prewrites to generate ideas orally.

Prewriting Stage, cont.• Content Area GPS:SS2H2 The student will describe the

Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.

Prewriting StageThe author completes the following:• Chooses a topic• Considers purpose, audience, and

form• Generates and organizes ideas for

writing

Grouping for Prewriting Stage

Whole group instruction:increase time on tasksave time in the classroommake sure all students

understand the activitystudents will get the same

information at the same timeReduces distractions

Grouping for Prewriting Stage, cont.

Individual grouping:used for the assessment part of

the completion of the students graphic organzer

Grouping, cont.

• Developmental: students will be able to hear everything that is being said

• Cultural- no students will need cultural grouping

• Linguistic-no students will need linguistic grouping

Instructional Procedures

• What is a narrative story?• What do you do in the prewriting

stage?• Modeling

– Show story map and explain• Practice Activity

– Complete story map with students using shared writing

Instructional Procedures, cont.

• Assessment Activity– Individually complete story map– Use scoring guide to check your

work

Story MapStory Map about the Cherokee IndiansAuthor_________Title___________Characters with descriptions:

Setting - Describe at least 2 elements.

Place:Time of Day:Weather:

Story Map, cont.Author ___________ Date________• Plot

– Event 1: – Event 2: – Event 3: – Event 4:– Event 5: – Event 6:

• Ending or Conclusion:

ChecklistName ___________________Narrative Process Writing ChecklistPrewriting____ List and describe at least 2

characters.____ Setting: Describe at least 2

elements of setting.____ Events: Have at least 4 events and

give details for each event.____ Give the ending or conclusion.

Checklist, cont.

Drafting____ Use the ideas in your story map.____ Skip lines while writing to leave

space for corrections later.____ Make sure you use sentences

and paragraphs.____ Begin with an introduction, using the characters, setting, and problem.

Checklist, cont.

Draft the beginning of the story.• ____ Draft each event adding

details that may not have listed on the story map.

• ____ Draft the conclusion or ending of the story.

Checklist, cont.Revising____ Reread your story.____ Thinking of your readers, add

details, change content and words, correct sequence of story, and delete content not related to the story.

____ Use proofreaders’ marks for: adding, deleting, rearranging content.

Checklist, cont.Add details or change the setting.____ Add or change characters. Add

details about the characters.____ Add dialogue and/or monologue of

the characters.____ Add events and actions. Add details

about the events and actions.____ Change word use, adjectives.____

Checklist, cont.Rearrange or changing sequence of

events.____ Revise beginning and ending of

the story.____ Delete sentences not related to

the story.

Checklist, cont.Editing____ ____ Complete sentences____ ____ Subject and verb

agreement in sentences____ ____ Spelling____ ____ Ending punctuation of

sentences____ ____ Commas in a series____ ____ Capitalization

Checklist, cont.Publishing____ Make all changes.____ Use my best handwriting.____ Use the correct format.

Scoring Guide

Skill Being Assessed

Exceeds Criteria

Meets Criteria 5 Points

Almost Meets Criteria 3 Points

Needs further Instruction

1 Point Character listed with description

The student lists his/her character with 3 or more descriptions.

The student lists his/her character with at least 3 descriptions.

The student lists his/her character with at least 2 descriptions.

The student lists his/her character with at least one description.

Setting described

The student describes the setting with 3 or more events.

The student describes the setting with at least 2 elements.

The student describes the setting with at least 1 element.

The student describes the setting with 0 elements.

Plot The student describes the plot with 4 or more events.

The student describes the plot with at least 3 events.

The student describes the plot with at least 2 events.

The student describes the plot with at least 1 event.

Ending/ Conclusion

The student ends/concludes with 3 or more ideas.

The student ends/concludes with 3 ideas.

The student ends/ concludes with 2 ideas.

The student ends/ concludes with 1 idea.

Relevant information of

Cherokee Indians

All of the information in story map is relevant to the Cherokee Indians.

Most of the information in the story map is relevant to the Cherokee Indians.

Some of the information in the story map is relevant to the Cherokee Indians.

Little of the information in the story map is relevant to the Cherokee Indians.

Accommodations and/or Modifications

• Mild visual impairment– seated in the front of the

classroom – student’s materials enlarged

Accommodations and/or Modifications,

cont.• Mild learning disabilities

– Work and receive help from a peer

Accommodations and/or Modifications,

cont.• Students who may not speak

English as a first language will be paired with an English-speaking student. The student should be encouraged to use both his/her native language and English when speaking.

Drafting StageThe author completes the following:

• Writes a rough draft• Creates leads to grab the readers’

attention• Emphasizes content rather than

mechanics


• Modeling – show model of rough draft and explain

• Practice activity – complete a rough draft with students using interactive writing

• Assessment – students will complete a rough draft independently

ChecklistWriting Checklist for Drafting Stage___I have left a blank line between

each written line.___I have included information about

my character.___I have included information about

the setting.___I have included all four events.___I have included information about

all four events.

Checklist, cont.

I have included an ending/conclusion to my story.

___All of my information is about the Cherokee Indians.

___I have written in complete sentences.

Scoring Guide


Exceeds Criteria




1 Point

Relevant information of Cherokee Indians



Most of the information in the story map is relevant to the Cherokee Indians.

Little of the information in the story map is relevant to the Cherokee Indians.

Blank lines between each written line

Student leaves a blank line between every written line.

Student leaves a blank line between every written line.

Student leaves a blank line between most written lines.

Student leaves few blank lines between written lines.

Character(s) are described

The student discusses his/her character with 3 or more descriptions.

The student discusses his/her character with at least 3 descriptions.

The student discusses his/her character with at least 2 descriptions.

The student discusses his/her character with at least one description.

Setting is described

The student discusses the setting with 3 or more events.

The student discusses the setting with at least 2 elements.

The student discusses the setting with at least 1 element.

The student discusses the setting with 0 elements.

Events are described

The student discusses the plot with 4 or more events.

The student discusses the plot with at least 3 events.

The student discusses the plot with at least 2 events.

The student discusses the plot with at least 1 event.

Ending/Conclusion The student ends/concludes with 3 or more sentences.

The student ends/concludes with 3 sentences.

The student ends/ concludes with 2 sentences.

The student ends/ concludes with 1 sentence.

Revising Stage

• Add details• Delete details• Rearrange details• Use proofreaders marks• Don’t worry about grammer


• Model-– read teacher draft aloud– Model how to use proofreaders

marks– Students revise their draft

independently


• Practice activity– Students and teacher will revise

their class draft using the revising techniques they learned in class.


• Assessment activity– Students work with a partner– Read paper aloud to partner– Partner will offer suggestions – Each student will have a turn to be

the reviser– Use check list to check your work

Checklist___ I have added details___ I have deleted unneeded information___ I rearranged information___ I used correct proofreading marks___ I read my paper to my partner___ I only marked on my paper___ I got suggestions from my partner___ I gave my partner compliments

Scoring Guide


Exceeds Criteria




1 Point Added details The student

has added details to his/her writing.

The student has added details to his/her writing.

The student has added few details to his/her writing.

The student has added no details to his/her writing.

Deleted details The student has deleted details in his/her writing.

The student has deleted details in his/her writing.

The student has deleted few details in his/her writing.

The student has deleted no details in his/her writing.

Changed details

The student has changed details in his/her writing.




Rearranged details

The student has rearranged details in his/her writing.




Proofreader marks

The student correctly uses proofreader marks at all times.

The student correctly uses proofreader marks at all times.

The student correctly uses proofreader marks some of the time.

The student correctly uses proofreader marks little of the time.

Editing Stage

• Check for correct grammar– Punctuation– Capitalization– Sentence structure– Spelling

• Use proofreading marks


• Modeling Activity– I will go through the editing

procedure on my model paper• Practice Activity

– They will work in pairs– They will change partners to help

student find mistakes in the class draft


• Assessment Activity– In pairs look for the mistakes in

each others papers– Make corrections any mistakes

they see

Checklist___Appropriate punctuation marks ___periods ___commas in a series ___quotation marks ___exclamation marks ___question marks___Correct capitalization ___at the beginning of sentences ___all proper nouns___All misspelled words have been corrected

Scoring GuideSkill Being Assessed

Exceeds Criteria




1 Point Capitalization

The student has used capitalization correctly.

The student has used capitalization correctly.

The student has used capitalization correctly for the most part.

The student has used capitalization correctly very little.

Spelling

The student has correctly spelled all words.

The student has correctly spelled all words.

The student has correctly spelled most words.

The student has correctly spelled few words.

Punctuation marks

The student has used appropriate punctuation marks at all times.

The student has used appropriate punctuation marks at all times.

The student has used appropriate punctuation marks most of the time.

The student has used appropriate punctuation marks little of the time.

Completes checklist

The student completes the checklist.

The student completes the checklist.

The student completes some of the checklist.

The student completes little of the checklist.

Publishing Stage

•Make final copy•Neat handwriting•Don’t skip lines•Share finishing paper with

audience


• Modeling – show and explain final copy of the written piece

• Practice activity – students will complete the final copy with the teacher using interactive writing

• Assessment – students will complete their final draft

ChecklistWriting Checklist for Publishing Stage___I have written in the Zaner-Bloser

form of handwriting.___I have written the final copy with no

spelling errors.___I have written the final copy with all

correct punctuation.___I have written the final copy with all

complete sentences.___I have not skipped any lines while

writing my final copy.

Scoring GuideSkill Being Assessed

Exceeds Criteria




1 Point Zaner-Bloser Handwriting

The student writes all letters in the Zaner-Bloser form.

The student writes all letters in the Zaner-Bloser form.

The student writes most of the letters in the Zaner-Bloser form.

The student writes some of the letters in the Zaner-Bloser form.

Correct spelling The student does not have any spelling errors.

The student does not have any spelling errors.

The student has few spelling errors.

The student has many spelling errors.

Correct punctuation

The student uses correct punctuation at all times.

The student uses correct punctuation at all times.

The student uses correct punctuation most of the time.

The student uses correct punctuation little of the time.

Complete sentences

The student has all complete sentences,

The student has all complete sentences.

The student has mostly all complete sentences.

The student has few complete sentences.

No lines skipped lines

The student did not skip any lines.

The student did not skip any lines.

The student skipped few lines .

The student skipped many lines.

Documents

Interdisciplinary Writing Unit Brandi Dunn READ 7140: Summer 2007